GEC101 Understanding the Self (1st Semester) PDF
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K.A. Sabdani
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This document discusses different aspects and concepts of how the self is created, from philosophical to sociological perspectives. It covers topics such as the concept of boundaries, thoughts processes, societal impact on self, and ideas of different philosophers such as Plato. It presents insights from Plato (4th BCE), Kant, Descartes, Hume, and Locke, offering various explanations related to the development of self throughout life.
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K.A. Sabdani Understanding the Self GEC101 (1st Semester) DIFFERENT ASPECTS/CONCEPTS OF HOW THE SELF IS CREATED Lesson 1 | Philosophical Perspective of the “Self” “B...
K.A. Sabdani Understanding the Self GEC101 (1st Semester) DIFFERENT ASPECTS/CONCEPTS OF HOW THE SELF IS CREATED Lesson 1 | Philosophical Perspective of the “Self” “BOUNDARIES” (Ken Wilbur) eason| calculations, decisions R Our identity is c reated b ased o n o efinition of Desire| Instincts, urges ur d “boundaries” Thumos| spirit There has to be balance/harmony (highest: reason, lowest: thumos) KANT & DESCARTES owngraded desire, feelings, and emotions to the D body. ene Descartes (17th CE) R Emmanuel Kant (18th CE) Similar belief with Plato Desire is on the body (Reason is whatmakesus PLATO (4TH BCE) human) Human existence is astrugglebetweenreasonand H UME (18th CE) esire d Desires and emotions are important part of the self Reason has no big role Reason Desire Human nature is not a battleground No struggle between reason and desire Lower part of human Higher part of human being Desire= source of motivation and behavior being Reason= slave of passion/desire Primitive, irrational, & Core of human beings chaotic LOCKE R eason has to win otherwise UNSTABLE PERSON “ What makes us the same person over time?” Temperance / Self-Control “Memory” Experience INTELLECT: reasoning ability; “soul” of the individual Lesson 2 | Sociological Perspective of the “Self” “Changes in society results to changes in identity” Feudal Era Modern Era (Capitalism) I dentity is based onwhere one was born. Controlled by I dentity is based on one’s landlord. decision. Individuals have Limited opportunities: control of the self. travel, work, improvement Boundless opportunities. in life, etc. “Market seller”, “online “Farmer”, “Slave”, seller” “Merchant” Individualistic Identity Collectivist Identity Organic Solidarity Mechanical Society SOCIALIZATION: Learning the rules of the society K.A. Sabdani Understanding the Self APITALISM: The economic and political system C where trade and industry are controlled by the Hard work + Discipline + Frugality = SUCCESS individuals rather than the state Lesson 3 | Western vs Eastern Perspective of the “Self” ifferent upbringing and environment results to a varied set of values and identities.Belowaresentences D that describe how the self is generally developed, viewed, and practiced in different points of the world – Western and Eastern perspectives. The Western culture comprises South and North America, European countries,NewZealandandAustralia. Ontheotherhand,EasterncultureincludesthecountriesofAsiaand the Middle East. Individualistic Self (Western Culture) Collectivist Self (Eastern Culture) MOST PREVALENT Western countries Eastern countries IN See themselves separate from others. I ndividuals do not consider themselves as able to exist independently of their community, family, hey believe that they are independent from T and culture. others and can think, decide, and exist on DEPENDENCY their own. elieve that each one is highly interdependent in B one’s family, tribe, clan, community, and culture. hey are taught that if you want something, T In fact, each one contributes to the success and you work for it. well-being of the family. end to be happier and have better T self-enhancement beliefs, less personal end to be less happy when it comes to personal T responsibility for failures, and experience endeavors (tasks, projects, plans, etc.) because emotions directly related to their sense of self. they tend to consider the needs and plans of the family first. escribe themselves as having stable D personality traits that make them unique. here is also less possibility of depression and T MOTIONS AND E other mental health concerns as collectivist end to experience greater feelings of T MENTAL HEALTH cultures have higher and better social networks frustrations and isolation which may cause and family involvement/support. depression and poor sense of worth. hey also base their emotional expressions on T eelings of independence and focusing on F the outcome of their actions. Contributing to the personal needs and desires are strongly betterment of their family and other people related to happiness. Therefore, Westerners brings positive emotions. are generally happier because they tend to work towards personal happiness. Own gratification Place more emphasis on individual effort, performance, and needs over cultural norms and standards. PRIMARY To bring honor to the family MOTIVATION I n most Western countries (such as those found in Europe and US), teens and young adults are expected to work, have income, fund their schooling, and support their selves. hey attribute it to their strength, hard work, T end to attribute it to situation factors and T and persistence. downplay their own efforts. But they tend to see failures as challenges to do better. SUCCESS AND I ndividualistic cultures tend to feel less FAILURE affected by failure and feelings of shame and hey also tend to experience greater feelings of T guilt. This is because when they attribute shame and guilt as they are afraid to bring failure to external circumstances. shame and dishonor their family. K.A. Sabdani Understanding the Self Lesson 4 | Psychological Perspective of the “Self” SIGMUND FREUD Too lax|Anal expulsive= untidiness, generosity Psychosexual Development Theory Phallic (3-7 y.o) I DENTIFICATION PROCESS Levels of the Mind = Abnormal family set-up leading to unusual relationship with mother/father = Vanity, self-obsession, sexual anxiety, inadequacy, inferiority, envy BOYS | wants to monopolize the attention of the mother. Represses love for mother, emulates mannerisms of father (CASTRATION ANXIETY) ifnofearforfather/nofatherfigure(nocastration anxiety) =OEDIPUS COMPLEX GIRLS | penisenvy;wanttomonopolizeattentionof father, represses feelings If no penis envy= ELECTRA COMPLEX Latency (7-11 y.o) ocus=Schooling,learningnewthings,meetingnew F people Erogenous Zone =NONE onscious| thoughts, perceptions C Genital (11+ y.o) Preconscious| Memories, stored knowledge ocus = Settling down in a loving one-to-one F Unconscious | fears, unacceptable desires, violent relationship with another motives, irrational wishes, immoral urges, selfish =Well-adjusted,mature,abletoloveandbe needs, shameful experiences, traumatic experiences loved. Sexual instinct is directed to heterosexual pleasure Provinces of the Mind id| pleasure-seeking principle ERIK ERIKSON ego| reality principle sychosocial Development Theory P superego| morality principle → our unconsciousmindandearlyexperiencesinlife shape our development PSYCHOSEXUAL STAGES OF DEVELOPMENT History Terms Libido| “sexual” energy; drives; instincts Erogenous zones Fixation|Frustration, overindulgence Oral (0-1 y.o) ocus =FEEDING F Erogenous zone =MOUTH Underfed|Oral aggressive= aggressive, dominating Overfed|Oral passive= trusting, dependency Anal (1-3 y.o) ocus =TOILET TRAINING F Erogenous Zone =ANUS Too harsh | Anal retentive = tidiness, obsessiveness, mean, stubborn PSYCHOSOCIAL DEVELOPMENT THEORY ormation age| 4 stages; infancy to school age F → more aboutcaregiving K.A. Sabdani Understanding the Self STAGE SYCHOSEXUAL P SYCHOSOCIAL P ASIC B CORE PATHOLOGY IGNIFICANT S MODE CRISIS STRENGTH RELATIONS INFANCY (0-1) Oral-sensory rust vs. T Hope ensory Distortion - S Mothering One Mistrust Withdrawal ARLY E nal-urethral A utonomy vs. A Will I mpulsivity - Parents CHILDHOOD (1-3) muscular Shame & Doubt Compulsion PLAY AGE (3-6) Genital-Locomotor I nitiative vs. Purpose uthlessness - R Family Guilt Inhibition CHOOL AGE S Latency I ndustry vs. Confidence arrow Virtuosity - N eighborhood, N (6-12) Inferiority Inertia school DOLESCENCE A Puberty I dentity vs. Role Fidelity anaticism - Role F Peer groups (12-19) Confusion Repudiation ARLY E Genitality I ntimacy vs. Love romiscuity - P exual/partners, S ADULTHOOD Isolation Exclusivity friends (20-25) DULTHOOD A Procreativity enerativity vs. G Care verextension - O ivided labor and D (26-64) Stagnation Rejectivity shared household LD AGE O eneralization of G I ntegrity vs. Wisdom resumption - P All humanity (65-DEATH) sensual modes Despair Disdain ost important →5th; identity vs. role confusion m ○ Equilibration | the force which drives the (For Erik Erikson) integratingskills,personalities,and learning process experiences during childhood;whateverwascreated Stages of Cognitive Development during this stage would drive how one’s adult personality would be; INTEGRATION Stage Age Charac. (Development) Dimension of commitment and exploration ensorimotor S (Object - explores world through permanence, 0-2 s ensesandactions(looking, earing, touching, mouthing, h Stranger grasping) anxiety) - language and symbols; represent world symbolically reoperational P - intuitive rather than (Pretend play, 2-7 logical reasoning; Egocentrism) inanimate obj → human feelings JEAN PIAGET oncrete C ognitive Development Theory C - conservation, reversibility, Operations Jean Piaget → opposed the idea that children have classifyobj,thinklogically& (Conservation, 7-11 the same mental or decision-making capacity as understand analogies but Mathematical adults (concept of childhood did not exist— before only about concrete events transformations) 1600s, children from 7 y.o. →little adults). ormal F Terms - abstract reasoning abt Operation Schemas | building blocks or “units” of hypothetical events, (Abstract logic, knowledge; initial understanding 12+ consider logical possib., and Potential for Adaptation Process systematically examine/test mature, moral ○ Assimilation| using existing schema hypothesis reasoning) ○ Accommodation | changing existing known schema to gain “correct” knowledge
